Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Create a video that offers a complete understanding of modern terrorism. Role: You are a counter-extremist working to dispel harmful narratives. Audience: You will be creating this video for Quilliam and it will be aimed at addressing those at the greatest risk of radicalizing. Situation: You will be creating a video that will address multiple points of view honestly and effectively. Product/Presentation: A captivating video that will help deter the spread of extremist ideology. Standards (six categories for each rubric)
Presentation Rubric: Speaks Clearly 15%, Stays on Topic 15%, Enthusiasm 15%, Comprehension 20%, Posture and Eye Contact 15%, Content 20% Product Rubric: Attention Grabber 15%, Closing Paragraph 15%, Support for Position 30%, Focus or Thesis Statement 10%, Sequencing 10%, Evidence and Examples 20%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• iMovie: Create an iMovie that shows an understanding of foreign policy in the Middle East.
• Online Forum:Create an online forum for discussion where policy can be debated.
• Timeline: Create a timeline online that shows events in the Middle East.
• Google Earth: Use Google Earth to view streetview photos of pen pal's hometown.
• Pen Pals App: Use Pen Pals app to converse with students from the Middle East.
• Slideshow: Create a slideshow that shows change over time in the Middle East.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre- Assessment: Survey
• Checking for Understanding: Checking for understanding: index card, misconception check, hand signals, analogy prompt, observation, student conversation
• Timely Feedback: self, peer, teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR or CCSS or NGSS)
• Global terrorism is a complex issue with its roots throughout history
. Terrorism is a global phenomenon and is not region specific
Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: b, c, d
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• Decision Making
• Diversity
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
Propaganda videos are a powerful tool used by extremists organizations to galvanize, radicalize, and organize political dissidents. These videos are often pushing a narrative that relies heavily on half truths, meaning what they're saying may be correct but they are intentionally leaving out specific information in service of a more favorable narrative. For your assignment you will be asked to create your own video with a narrative that in your estimation serves to create a more complete understanding of modern terrorism. You will be judged on your accuracy of events and statistics, willingness to address multiple points of view, and overall effectiveness in pursuing and conveying a complete narrative. These videos will be sent to the Quilliam organization which focuses its efforts on counter messaging to help deter the spread of extremist ideology throughout the Middle East. The founders of Quilliam Maajid Nawaz and Ed Husain have agreed to consider using these videos in their counter messaging campaigns throughout the Middle East. If your presentation is chosen as the winner it will be shown at a dinner held by Quilliam and you will receive a $150 prize. The runner up will also be invited to the dinner and will be able to give their presentation.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• Keynote
• Oral Presentation
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
• Attention Grabber 30%
• Closing Paragraph 15%
• Support for Position 15%
• Focus or Thesis Statement 10%
• Sequencing 10%
• Evidence and Examples 20%
Stage 2 - Determine Acceptable Evidence.
Role: You are a counter-extremist working to dispel harmful narratives.
Audience: You will be creating this video for Quilliam and it will be aimed at addressing those at the greatest risk of radicalizing.
Situation: You will be creating a video that will address multiple points of view honestly and effectively.
Product/Presentation: A captivating video that will help deter the spread of extremist ideology.
Standards (six categories for each rubric)
Presentation Rubric: Speaks Clearly 15%, Stays on Topic 15%, Enthusiasm 15%, Comprehension 20%, Posture and Eye Contact 15%, Content 20%
Product Rubric: Attention Grabber 15%, Closing Paragraph 15%, Support for Position 30%, Focus or Thesis Statement 10%, Sequencing 10%, Evidence and Examples 20%
• Online Forum:Create an online forum for discussion where policy can be debated.
• Timeline: Create a timeline online that shows events in the Middle East.
• Google Earth: Use Google Earth to view streetview photos of pen pal's hometown.
• Pen Pals App: Use Pen Pals app to converse with students from the Middle East.
• Slideshow: Create a slideshow that shows change over time in the Middle East.
• Checking for Understanding: Checking for understanding: index card, misconception check, hand signals, analogy prompt, observation, student conversation
• Timely Feedback: self, peer, teacher.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
. Terrorism is a global phenomenon and is not region specific
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, concepts, themes and patterns
Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: b, c, d
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• Closing Paragraph 15%
• Support for Position 15%
• Focus or Thesis Statement 10%
• Sequencing 10%
• Evidence and Examples 20%
• Stays on Topic 15%
• Enthusiasm 15%
• Comprehension 20%
• Posture and Eye Contact 15%
• Preparedness 20%